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Teachers are the most important influences on how well students achieve at school, so itâs important that our teaching workforce is well prepared and supported. ERO looked at how well prepared and supported our new teachers are, when they first start and in their first two years in the role.
We looked at the national and international evidence base, and surveyed hundreds of new teachers as well as principals who work with new teachers. We also held interviews and focus groups with teachers, mentor teachers, and school leaders to understand what preparation and support for new teachers looks like in Aotearoa New Zealand schools.
Teachers are the most important influences on how well students achieve at school, so itâs important that our teaching workforce is well prepared and supported. ERO looked at how well prepared and supported our new teachers are, when they first start and in their first two years in the role.
We looked at the national and international evidence base, and surveyed hundreds of new teachers as well as principals who work with new teachers. We also held interviews and focus groups with teachers, mentor teachers, and school leaders to understand what preparation and support for new teachers looks like in Aotearoa New Zealand schools.
Ninety-three percent of new teachers report they enjoy teaching, which is great news. They have all completed a dedicated teaching qualification. We also found out that our new teachers are four times more likely to have a Masterâs degree than the overall existing workforce. New teachers are also more likely to have prior work experience, and to identify with diverse ethnicities.
Despite being passionate about teaching, new teachers are better prepared in some areas of the role than others. They report being prepared in their professional knowledge of teaching strategies, working with other teachers, planning lessons, and creating an engaging environment. However, they are not so well prepared for managing challenging behaviour, working with parents, adapting teaching to different students, and using assessments.
When they start their first job, most new teachers receive an induction â but they report that not all inductions are effective. We also found that new teachers often lack job security. One in three new teachers are employed on fixed term employment agreements. In primary schools this is half of new teachers.
The supports that new teachers receive from their school makes a big difference. Itâs great news that more than 90 percent of new teachers receive mentor meetings, have their teaching observed, and have time to reflect on their teaching. There are also some useful supports which arenât as common, like âwellbeing check-insâ from mentor teachers and having time to observe other teachers in their own or other schools.
Ninety-three percent of new teachers report they enjoy teaching, which is great news. They have all completed a dedicated teaching qualification. We also found out that our new teachers are four times more likely to have a Masterâs degree than the overall existing workforce. New teachers are also more likely to have prior work experience, and to identify with diverse ethnicities.
Despite being passionate about teaching, new teachers are better prepared in some areas of the role than others. They report being prepared in their professional knowledge of teaching strategies, working with other teachers, planning lessons, and creating an engaging environment. However, they are not so well prepared for managing challenging behaviour, working with parents, adapting teaching to different students, and using assessments.
When they start their first job, most new teachers receive an induction â but they report that not all inductions are effective. We also found that new teachers often lack job security. One in three new teachers are employed on fixed term employment agreements. In primary schools this is half of new teachers.
The supports that new teachers receive from their school makes a big difference. Itâs great news that more than 90 percent of new teachers receive mentor meetings, have their teaching observed, and have time to reflect on their teaching. There are also some useful supports which arenât as common, like âwellbeing check-insâ from mentor teachers and having time to observe other teachers in their own or other schools.
Although many boards officially delegate the recruitment of teachers to the school principal, the board remains responsible and accountable for that delegation. As the employers of schoolsâ new teachers, boards have a key role in ensuring they are set up for success. School boards can make a difference by providing their new teachers with quality development and support, including a quality induction, regular wellbeing check-ins from leaders, professional learning opportunities, and time to observe other teachers.
These questions could be useful topics of discussion for a school board meeting.
Although many boards officially delegate the recruitment of teachers to the school principal, the board remains responsible and accountable for that delegation. As the employers of schoolsâ new teachers, boards have a key role in ensuring they are set up for success. School boards can make a difference by providing their new teachers with quality development and support, including a quality induction, regular wellbeing check-ins from leaders, professional learning opportunities, and time to observe other teachers.
These questions could be useful topics of discussion for a school board meeting.